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Issue 51 of the Bank Street Occasional Papers Series "Reconceptualizing Quality Early Care and Education with Equity at the Center" is a response to Gunilla Dahlberg, Peter Moss, and Alan Pence's 25-year interrogation of the concept of quality in early childhood education (ECE) (Dahlberg et al., 1999, 2013, 2023). Their groundbreaking work has called early childhood educators to question deeply held assumptions about the universality of childhood and how these shape the standardization of practices in early childhood settings around the world. While quality is typically conceived of as existing primarily in classrooms, the authors in Issue 51 remind readers that the small world of ECE exists within oppressive systems imbued with intersecting racism, classism, sexism, and ableism, and that, therefore, a beyond quality praxis requires nurturing and supporting educators through partnerships (recognizing that resilience is social), developing political commitments and orientations through relationships, and mobilizing these relationships for collective action towards liberatory alternatives. The idea for this issue, which is a part of a broader project to identify and analyze promising, equity-committed early childhood policies and practices, emerged over the past few years.

Issue #49 of the Bank Street Occasional Paper Series, "Indigenous Pedagogies: Land, Water and Kinship," brings together Indigenous educators and researchers to demonstrate how Indigenous teaching and learning takes form across contexts. Indigenous knowledge systems, values, and ways of being are understood and enacted within socio-ecological systems grounded in reciprocal kin relations. This means that for Indigenous peoples, teaching, learning, living, and being in relation with human and more-than-human beings is central to their knowledge systems. The authors worry that forwarding Indigenous pedagogies for educators broadly could result in a romanticization or appropriation of indigeneity, but hope that it will contribute broadly to sustainable and just futures.

This edited volume presents the latest research focussing on current challenges on the deployment of smart technologies and pedagogies for supporting teaching and learning in the post-covid19 era. This is at the core of studying the evolution of the learning process, the role of technology-supported pedagogical approaches, and the progress of educational technology innovations in the context of digital transformation in education and professional training. A selection of the best papers from the Cognition and Exploratory Learning in the Digital Age (CELDA) Conference, 2022 are included in this volume, bringing together high-quality research on Smart Pedagogies in the Post-Pandemic Era; Smart Learning Technologies in the Post-Pandemic Era; and Case Studies of Smart Learning Environments. The volume contributes to the discussion of current issues in digital education between researchers, practitioners, and policymakers.

The 2022 EUROCALL conference was held in Reykjavik on 17-19 August 2022 as a fully online event hosted by the Vigdís Finnbogadóttir Institute for Foreign Languages, the University of Iceland, and the Árni Magnússon Institute for Icelandic Studies. The conference theme was "Intelligent CALL, granular systems and learner data." This theme reflects the newest developments in the field of technology for language learning. Subfields such as natural language processing and machine learning not only enable smoother spoken and written communication between human learners and computers, but also offer ways in which language learning can be tailored to the needs of individual learners. By adding components of automatic speech recognition, text-to-speech systems, automatic feedback mechanisms, and tracking systems monitoring learners' progress and their use of tools, applications are becoming better targeted. All of this is used to optimise the learning experience of individual learners. This volume includes 66 short papers by some of the EUROCALL 2022 presenters and it offers a combination of research studies and theoretical papers reflecting the subthemes of the conference. The articles are ordered alphabetically. [This content is provided in the format of an e-book. Individual papers are indexed in ERIC.]

The 2021 EUROCALL conference engaged just under 250 speakers from 40 different countries. Cnam Paris and Sorbonne Université joined forces to host and organise the event despite the challenging context due to the COVID-19 pandemic. Originally programmed to be held on site in the heart of Paris, France, the EUROCALL organising team and executive committee agreed to opt for a blended and then for a fully online conference. The theme of the 2021 EUROCALL conference was "CALL & Professionalisation". This volume, a selection of 54 short papers by some of the EUROCALL 2021 presenters, offers a combination of research studies as well as practical examples fairly representative of the theme of the conference. [This content is provided in the format of an e-book. Individual papers are indexed in ERIC.]

This anniversary volume of the Association for the Teaching of Spanish in Higher Education in the United Kingdom is a compilation of contributions made by members and delegates at the 2019 ELEUK annual conference held at the University of Edinburgh. Throughout the book, authors share their teaching, assessment, and research practice in the area of Spanish Language Teaching (SLT). From strategies to enhance student engagement and foster student agency to reflections on language teaching practice from diverse angles, these nine short papers contribute to current debates around foreign language pedagogy, with a focus on teaching Spanish in the higher education context. [For the two out of nine papers in this volume written in English, see ED606533 and ED606534.]

Despite the COVID-19 pandemic, the EUROCALL society succeeded in holding the 28th EUROCALL conference, EUROCALL2020, on 20-21 August as an online, two-day gathering. The transition process required to make this happen was demanding and insightful for everyone involved, and, in many ways, a logical consequence of the core content and purpose of EUROCALL. Who would be better suited to transform an onsite conference into an online event than EUROCALL? CALL for widening participation was this year's theme. We welcomed contributions from both theoretical and practical perspectives in relation to the many forms and contexts of CALL. We particularly welcomed longitudinal studies or studies that revisited earlier studies. The academic committee accepted 300 abstracts for paper presentations, symposia, workshops, and posters under this theme; 57 short papers are published in this volume. We hope you will enjoy reading this volume, the first one to reflect a one hundred percent online EUROCALL conference/Online Gathering. [This content is provided in the format of an e-book. Individual papers are indexed in ERIC.]

For this edition of the "Bank Street Occasional Paper Series," educators were invited to share stories from their practice: times when they utilized children's literature and conversations to address real life; the difficult topics that children experience through the mirror of their own experiences or the windows of their peers, communities, or world. These stories are the stories of educators who have tried, and sometimes stumbled, and are showing their vulnerabilities. In each story, there is profound learning from the conversations that emerge from books. In the range of stories offered in this issue, there is one commonality: teachers are responding to the challenges that students of all ages face in their lives. These include concerns about gender and sexuality, racism, death and grief, climate change, police brutality, class issues, trauma, family insecurity, and mental health challenges. The essays are arranged in pairs by age/grade levels from preschool, to early elementary, middle elementary, late elementary, middle school, high school, and college, however, every one of these authors offers thoughtful guidance to educators (and non-educators), no matter the level with which they most identify.

Much of the policy-and practice-focused research on infant-toddler care and education has been concerned with the issue of program quality. That is, what elements constitute a quality program for infants and toddlers that ensures their ongoing developmental success? Researchers have sought to identify the structural and process indicators necessary for young children to receive the kinds of responsive interactions that contribute to positive developmental outcomes. Paradoxically, while a lot is known about what constitutes high-quality care and education for infants and toddlers, most policies ignore the research by regulating a bare minimum of requirements for programs. This situation has resulted in significant variation in what infant-toddler programming looks like, where it is located, and who gets access to high-quality programs. This special themed issue of the "Occasional Paper Series" seeks to highlight and challenge assumptions about infant-toddler care and education. All the pieces in the issue can be grouped around two main themes: (1) the centrality of relationship-based care; and (2) the tensions between local/contextual and larger-scale systems-level approaches. The papers call to everyone in the early education field to advocate forcefully for infant-toddler education, for the communities in which it takes place, and for the workforce that facilitates children's development and family members' ability to work outside the home. This collection offers a vision of new pathways and resources that the field might utilize to address the under-resourcing and inadequate attention given to policy and practice addressing the zero to three space.

The 27th European Association of Computer-Assisted Language Learning (EUROCALL) conference was hosted by UCLouvain in Louvain-la-Neuve (Belgium), in collaboration with KU Leuven, from the 28th to the 31st of August 2019. The theme selected for the 2019 EuroCALL conference held in Louvain-la-Neuve was "CALL and complexity." As languages are known to be intrinsically and linguistically complex, as are the many determinants of learning (additional) languages, conference organizers wanted to view complexity as a challenge to be embraced collectively. The 2019 conference paid tribute to providers of Computer Assisted Language Learning (CALL) solutions and recognized the complexity of their task, acknowledged the notion of complexity to ensure the provision of ad hoc CALL solutions, and drew both learners' and teachers' attention to complexity issues so that they can make the most of their learning/teaching experience. The conference program included 189 paper presentations, 4 symposia, 10 workshops, and 46 posters. All of these activities were divided into the following sub-themes in CALL: social inclusion, computer mediated communication and telecollaboration, corpora and language learning, digital bi- and multi-literacies, digital game-based language learning, intelligent CALL, mobile assisted language learning, natural language processing applications, open educational resources and practices, research trends, second language acquisition principles, task complexity, teacher education and professional development, the complexity, accuracy, and fluency framework, and virtual reality and gamification.

Social, emotional, and affective experiences are impossible to separate from thinking, doing, and being in the world. Increasingly, schools and community-based organizations are recognizing this truth through the adoption of programs that focus on the emotional lives of children and youth, especially when emotions are fraught, and lives have been difficult. Programs such as social emotional learning (SEL) frameworks and trauma-informed practices (TIP) are not only popular, they are deemed "essential" in almost every corner of the social services sector. The authors in this issue suggest that these programs often focus on those who are marginalized through race, class, and/or experiences of violence, including family violence, while ignoring the social conditions that create marginalization and its effects, and neglecting the many strengths and strategies deployed by these children and youth. This focus can lead to labeling and/or silencing legitimate expressions of resistance and difference in a quest to elicit specific types of behavioral and cultural conformity for students to be deemed "learning ready." This issue explores the sometimes troubling beliefs and assumptions at work in popular social and emotional learning and trauma-informed pedagogies as well as some of the impacts of this new attention. This special issue begins with five articles that describe how implementations of SEL and TIP shape not only the systems they are set in, but the lives of children and youth who are served within them. The subsequent six articles move toward envisioning how educators and practitioners can rethink this work with and for the children and youth who are most profoundly impacted by SEL and TIP frameworks.

The 26th European Association of Computer-Assisted Language Learning (EUROCALL) conference was organised by the University of Jyväskylä (JYU) Language Campus and specifically the Language Centre, in Jyväskylä, Finland. The theme of this year's conference was "Future-proof CALL: language learning as exploration and encounters," which reflects an attempt to envision language teaching and learning futures in a changing world. What brought researchers together this year are shared concerns in relation to the sustainability of language learning and teaching in technology-rich contexts that are marked by ever-increasing complexity. 184 submissions were accepted to be presented as workshops, symposia, individual oral presentations, or posters. The oral presentations were categorised as research, research and development, reflective practice papers, along with presentations on European projects. The collection of short papers in this volume is a very thorough view into the conference proper exhibiting the complexity and novelty of the field of CALL. There are exciting new openings and a more profound exploration of theoretical underpinnings of the contemporary issues in teaching and learning, cross-cultural communication, mobile learning and the like. (Individual papers contain references.)

This volume gives readers insights on the use of technology in professional development programmes and content knowledge that can enrich teacher education. Every chapter of the book builds, through research, an analysis and discussion of CALL [Computer Assisted Language Learning] matters and professional development. The purpose of the EuroCALL Teacher Education Special Interest Group's (SIG) edited volume, supported by the Language Centre of the Cyprus University of Technology, is to respond to the needs of language educators, teacher trainers and training course designers through relevant research studies that provide technological, pedagogical, and content knowledge. The book concentrates on professional development in CALL, the use of technology in primary, secondary, and tertiary education, e-learning facilitators, the integration of personal learning environments, the use of MALL [Mobile Assisted Language Learning], the applications of virtual reality, materials design, the use of ICT [Information and Communications Technologies] in task-based language teaching, and the integration of social media networks in language education. "Professional Development in CALL: A Selection of Papers" is a collection of newly-commissioned chapters which unifies theoretical understanding and practical experience. The EuroCALL Teacher Education SIG hopes that the present contribution will be viewed as a valuable addition to the literature and a worthy scholarly achievement. [Support for this publication was provided by the EuroCALL Association and the Language Centre of the Cyprus University of Technology.]

This issue of the "Bank Street Occasional Paper Series" seeks to grapple with the complexity of patriotism, particularly in relation to its workings in the lives of teachers and students in schools. Like it or not, schools teach (about) patriotism implicitly if not explicitly. Therefore, much consideration needs to go into what schools should teach about and how they should enact patriotism. Patriotism is neither simplistic nor arcane, two common tropes. Rather, it is dynamically messy and as relevant as ever, in the present moment of rising populist and nationalist sentiments in the United States and across the world. As the pieces in this issue show, patriotism--and the learning and teaching of it--is complicated and contested, loved and hated, seemingly straightforward but entirely complex. Contents included: (1) Learning and Teaching the Complexities of Patriotism Here and Now (Mark T. Kissling); (2) "That's Quite a Tune": An Interview with Bruce Springsteen (Mark T. Kissling); (3) Loving America with Open Eyes: A Student-Driven Study of U.S. Rights in the Age of Trump (Margaret Nell Becker); (4) Patriotism and Dual Citizenship (Patricia Gándara); (5) Fostering Democratic Patriotism through Critical Pedagogy (Hillary Parkhouse); (6) On Patriotism (William Ayers); (7) This Is about Us: Toward Democratic, Patriotic Pedagogy (Samuel J. Tanner); (8) Military Patriotism and the JROTC (Jenna Christian); (9) Constructed Patriotism: Shifting (Re)Presentations and Performances of Patriotism through Curriculum Materials (Nina Hood and Marek Tesar); (10) Patriotism for People in Diaspora Is Love of Humanity (Ming Fang He); (11) A Love-Hate Relationship: Personal Narratives of Pride and Shame as Patriotic Affects (Mark Helmsing); and (12) Patriotism? No Thanks! (Madhu Suri Prakash). [Individual articles contain references.]

This issue of the Occasional Papers Series aims to draw attention to the use of storytelling as a medium for provoking dialogue about inclusive classrooms and school communities. It offers readers stories of classroom life that provide insights into understanding the complexities that make up the lives of children with disabilities, their families, and teachers. The nine contributions to this issue include lived narratives and analyses presented from a wide range of useful subject positions: parents, general and special education teachers, researchers, advocates, siblings, and persons who are themselves disabled. The introduction titled, "Disability Studies in Education: Storying Our Way to Inclusion," was written by Joseph Michael Valente and Scot Danforth. The opening essay by Diane Linder Berman and David J. Connor, "Eclipsing Expectations: How A 3rd Grader Set His Own Goals (And Taught Us All How to Listen)," kicks off with a description of an illuminating journey through the eyes of a parent, Diane, who wanted a more inclusive experience for her son Benny. For Diane and Benny, this meant becoming meaningful participants not only in Benny's own classroom community but in the Individualized Education Program (IEP) meetings that determined his educational goals. David uses a DSE framework to analyze and highlight the importance of context, as opposed to focusing on the disability condition, in enacting inclusionary practices. The authors argue for an "adhocratic" model of education that views children, educators, and parents as allies. In "Teaching Stories: Inclusion/exclusion and Disability Studies," Linda Ware and Natalie Wheeler-Hatz describe an exceptional collaboration between a university teacher-educator, Linda, and a public school teacher, Natalie. Together they develop a "Teaching Stories" in-service workshop for Natalie's colleagues to learn about disability studies, as well as a curriculum for her fifth grade class. Teaching Stories participants engage in self-reflection to examine personal biases about disability, use media to critically review representations of disability, and learn how to harness the potential of young adult literature to provide illustrative, non-deficit perspectives on disabilities. Louis Olander, an Iraqi war veteran and special education teacher in New York City, crafts a powerful story about his experiences coming to terms with a diagnosis of Post-Traumatic Stress Disorder and navigating the quandaries and everyday realities of what he terms "quasi-inclusion." In "Rethinking Those Kids: Lessons Learned From a Novice Teacher's Induction into In/Exclusion," Louis argues for reframing inclusionary practices as pedagogies for equity that attend to the intersectional dynamics of race, class, and disability. He also encourages more local control over the implementation of inclusionary classroom practices. Inspired by Vivian Paley's storying scholarship, the essay "The Unfolding of Lucas's Story in an Inclusive Classroom: Living, Playing, and Becoming in the Social World of Kindergarten," tells stories about a vibrant kindergartner named Lucas through the viewpoints of his mother (Emma), teacher (Carmen), and teacher-educator (Haeny). In this multi-voiced story, the narrative centers on Lucas and shifts outward toward those orbiting Lucas's wondrously playful universe. The magic of Lucas's unfolding story is in the ways it disrupts conventional discourses about labels, interventions, and imposed meanings of Autism Spectrum Disorder (ASD). Karen Watson's ethnographic study, "Talking Tolerance Inside the 'Inclusive' Early Childhood Classroom" provides an inside look into what the Australian government calls "inclusive learning communities." This term emerges from a national early-years learning framework that highlights ability and disability as diversity. Following the course of a six-month period in three "inclusive" early childhood classrooms, Karen offers an account of the transformative potential of inclusion in contrast to the harmful effects of teaching tolerance. Tolerance, as Karen's study reveals, preserves the dualism of normal versus abnormal (or Other) and hinders critical reflection about ableist assumptions. "Hitting the Switch: ¡Sí se puede!" takes the reader into the lifeworld of first-grader Jason at Castle Bridge Elementary School, a public, dual-language school in New York City. Written by Jason's teachers Stephanie and Andrea in conjunction with his mother Sandra, this essay puts forward the ethos ¡Sí se puede! (Yes, you can!), which relies on children's empathy and calls for a collective response to inclusion. "Hitting the Switch" concludes with practical suggestions for creating an inclusive space for children who use assistive communicative devices so that they can become meaningful participants in the classroom community. Emily Clark's "I [Don't] Belong Here: Narrating Inclusion at the Exclusion of Others," privileges the voices of families in their quest for inclusive education. Borrowing from narrative research and Disability Studies in Education, Emily tells the story of her adoptive siblings Maria and Isaac, who were orphaned by AIDS. She explores the paradox of inclusion which is that it sometimes, if not oftentimes, fails and results in exclusion. A chief reason for the failure of inclusion, Emily argues, is that children with real and perceived differences challenge the "grammar" of schooling--that is, they stand out for their differences. A beautifully crafted ethnographic description of a rural Midwestern middle school, "Lunch Detention: Our Little Barred Room," by Lisa A. Johnson, pulls back the "facades of inclusion" to reveal emotional violence and deep-seated discriminatory practices against special education students. Lisa, herself blind, describes how she was approached by an administrator to take over the role of lunch detention supervisor for the "little barred room." In a short time, the "little barred room" becomes a place of refuge for Lisa and the other students, who share stories of friendship and create an inclusive space that empowers them to challenge a culture of oppression. Melissa Tsuei's "A Circle With Edges: How Storytime Privileges the Abled Learner," takes a critical look at one of the commonplace features of early childhood classrooms--story time. In her essay, Melissa considers the ways in which story time reinforces unequal power dynamics for diverse learners by privileging the able-bodied learner. In response, Melissa creates and presents the SPHERE model, which promotes active engagement and shared dialogue through collaborative storytelling and nurtures an inclusive literacy-learning environment. Taken together, these essays are intended to offer readers an applied DSE approach to inclusive classroom pedagogy. These essays frame disability and the lives of young children with disabilities in ways that: privilege the self-understandings and experiential knowledge of the children and their families; illuminate oppressive systems, arrangements, and circumstances that deny them opportunities for access to participation and equality; and create opportunities for greater levels of access, participation, and equality for them. It is the hope that these essays will further amplify and provoke unending discussions about how to create and sustain genuinely inclusive classrooms and communities. (Individual papers contain references.)

This edited volume presents innovative current research in the field of Science Education. The chapter's deal with a wide variety of topics and research approaches, conducted in a range of contexts and settings. Together they make a strong contribution to knowledge on science teaching and learning. The book consists of selected presentations from the 12th European Science Education Research Association (ESERA) Conference, held in Dublin, Ireland from 21st to 25th August, 2017. The ESERA community is made up of professionals with diverse disciplinary backgrounds from natural sciences to social sciences. This diversity enables a rich understanding of cognitive and affective aspects of science teaching and learning. The studies in this book will stimulate discussion and interest in finding new ways of implementing and researching science education for the future. The twenty-two chapters in this book are presented in four parts highlighting innovative approaches to school science, emerging identities in science education, approaches to developing learning and competence progressions, and ways of enhancing science teacher education. This collection of studies showcases current research orientations in science education and is of interest to science teachers, teacher educators and science education researchers around the world with a commitment to bridging research and practice in science teaching and learning. [Individual papers are indexed in ERIC.]

Confirmation of the current enthusiasm for re-visioning progressive education arrived in inboxes this fall when the Bank Street College of Education received more submissions for this issue than for any other in the journal's 17-year history. From these the editors have selected a range of essays that reflect pre-kindergarten through high-school settings; focus on individual classrooms, entire schools and school districts; and attend to matters of pedagogy and curriculum building or to working within the constraints of the contemporary moment. Following an introduction title "Now is the Time," by Jonathan Silin & Meredith Moore, nine essays were selected. Three of the essays showcase child-centered public schools and present twenty-first century embodiments of progressive principles laid out more than a century ago. Corinthia Mirasol-Spath and Jill Leibowitz explore the benefits of play for students and teachers alike in a New York City elementary school that provides students with time to explore their interests through long-term projects of their choosing in "Reenvisioning the Classroom: Making Time for Students and Teachers to Play." Rachel Seher, Alan Cheng, and Melissa Birnbaum paint a portrait of another school with experiential learning at its core; at "City-As-School: Internship-based Learning in New York City Public Schools," internships take the place of many classroom-based courses. "The Center for Inquiry: Anatomy of a Successful Progressive School" transports the reader to Indianapolis, Indiana, where authors Christine Leland, Amy Wackerly, and Christine Collier were part of the original cohort of teachers and university faculty who founded a progressive magnet school. Premised on inquiry-based teaching and learning, the Center for Inquiry has grown from one to four schools. The second group of essays addresses the ways that progressive education in public schools has shifted and must continue to shift to meet the needs of America's increasingly diverse student population. In "Beyond Child-Centered Constructivism: A Call for Culturally Sustaining Progressive Pedagogy," Alissa Algava argues that twentieth-century constructivist pedagogies are not sufficient to fulfill progressive education's inherently political, activist and democratic potential. She calls for a culturally sustaining progressive pedagogy that critically engages questions of power with both children and teachers. Beatric S. Fennimore confronts the deficit-based talk prevalent in many schools serving marginalized students in "Say that the River Turns: Social Justice Intentions in Progressive Public School Classrooms." She argues that teaching for social justice begins by replacing deficit-based talk with clearly articulated intentions that subsequently transform into actions. Echoing the theme of the power of language, Darrick Smith summarizes efforts to transform the negative and disrespectful culture at a small California high school with a racially diverse student population, in "A Humanizing Approach to Improving School Disciplinary Culture." Here a humanizing approach to discipline, rooted in an affirmation of students and their families, and entailing an alignment of school and family values with the school's mission, has been successful. Finally, incorporating data from an ethnographic case study of a bilingual (Spanish/English) Head Start program serving the children of Dominican and Mexican immigrants, Ysaaca Axelrod explores the tensions in parents', teachers', and administrators' beliefs about language use and the role of play in ""We All is Teachers": Emergent Bilingual Children at the Center of the Curriculum." Balancing these essays on classroom life, the final two essays focus on administrative practices that support progressive education. In "Holding Space for Progressive Practices," elementary principals Abbe Futterman, Dyanthe Spielberg, and Cecelia Traugh use a descriptive review process to share their methods for maintaining educational spaces that are grounded in progressive values, in the face of conflicting mandates from the district or the state. In a provocative counterpoint, Doug Knecht, Nancy Gannon, and Carolyn Yaffe, former New York Department of Education administrators, describe their work adding a quality review process to the accountability system for city schools in "Across Classrooms: School Quality Reviews as a Progressive Educational Policy." Positing that the quality review is itself a progressive process, they argue that it can help schools to focus more on the lived experiences of their students and less on high stakes moments. Together these essays tell that only through a shared commitment of families, teachers and administrators can progressive practices flourish in public schools. They also tell that success requires a combination of hard work in the classroom and savvy political strategizing in the larger systems, along with a deep understanding of the foundational tenets of progressivism and a willingness to reimagine how best to realize them in the twenty-first century. It is the hope that these essays will inspire as they have inspired the writers to continue advocating for more just, engaging, and child-friendly classrooms for all children. (Individual papers contain references.)

These papers are partial fulfillment of the requirements for the Master of Science Degree in Education at Winona State University in Winona, Minnesota. The cohort included a variety of licensure areas that represent most levels and content areas of K-12 education. The students were encouraged to keep their questions and hypothesis directed at specific issues in their teaching environment. The papers follow American Psychological Association (APA) format. Papers in this volume include: (1) Does Gesturing Increase Students' Language Learning in a Spanish II Class? (Kelly Marin); (2) Does Having Students Formally Write down Notes, Using the Classic Projector, Transparency, and Screen Method, Aid Middle Level Students in the Learning of Basic Historical Ideas and Facts? (Michael Matiash); (3) Will Journaling While Going through the Executive Processes Improve Students' Performance in Mathematical Problem Solving? (Brian Menk); (4) Will the "Read Naturally" Program Produce Better Results among Elementary-Aged Students when Comparing Word Per Minute Fluency Probes than a Multi-Sensory, Phonetic Approach to Reading? (Carrie Miller); and (5) Goal Setting Will Increase Student Scores in Recall of Multiplication Facts (Melissa Mortellito). (Individual papers contain references.) [Abstract modified to meet ERIC guidelines.]

This issue is a Festschrift in honor of Harriet K. Cuffaro, a Bank Street College faculty member from 1968-1998. A Festschrift--a volume reflecting the values, theories, and passions of a senior scholar in a field--seeks to offer scholarship that builds on these contributions. Harriet Cuffaro has touched and shaped more lives of teachers, scholars, and colleagues than can possibly be counted. A teacher in her soul, and an esteemed scholar of John Dewey, Harriet has "unfolded and connected" essential Deweyan ideas and made them accessible and meaningful in the lives of teachers. This Festschrift reflects the core ideas that Harriet brought to the field of early childhood education and the study of John Dewey. Above all, Harriet reminds others that to teach means to have a philosophy of education, to articulate the whys of what teachers do, and to understand that it is this philosophy that guides and shapes the decisions made in the classroom. Individual essays in this Festschrift include: (1) One Perspective on Harriet Cuffaro: A Story of Engagement and Experience (Celia Genishi); (2) Thinking Through Early Childhood (Jonathan Silin); (3) When Unit Blocks Came to Gardaborg (Kristín Einarsdóttir); (4) The Experience of Working and Learning Together (Jane Clarke); (5) Caroline Pratt: Progressive Pedagogy "In Statu Nascendi" (Jeroen Staring); (6) An Inquiry into the Pedagogical Implications of Dewey's Ecological Thinking (Simon Jorgenson); (7) Doing Dewey (Carol Rodgers) [Contains Appendix: "Whispers on the Moon"]; and (8) Presence in Double Vision (Miriam Raider-Roth). Individual essays include references and figures.

We all want children to become engaged and enthusiastic readers. Yet teachers are often challenged by students who, because of histories with a standardized and irrelevant curriculum, poor pedagogy, or unique learning styles, have become alienated from the written word. Impatient with teachers' ignorance and desiring to be liberated from well-meaning interventions, these so called "struggling" readers often make short shrift of teachers' best efforts. In this provocative and moving essay, Clio Stearns, a Bank Street educated teacher, toggles back and forth between moments with her young daughter who daily grows more attached to books and moments with her fifth grade students who remain disconnected from her carefully chosen texts. Refracted through a psychoanalytic lens and a deeply caring heart, Stearns' description of her classroom practices offers a canny account of all that she must give up in order to see through and past her students' resistance. In a surprising turn of events she learns to join with her students as they become curious readers of the world that really matters to them. Three senior scholars respond to Stearns' essay by reflecting on their lives as curriculum theorists in order to highlight the fundamental dynamics of teaching and learning with other people's children in the following essays: (1) Near & Far; (2) Dirt & Early Reading; and (3) The Pedagogical Use of Loss. This collection of essays reminds the reader that which would be forgotten: Reading and writing are profoundly human activities requiring mindful attunement to the interpersonal relationships through which they are achieved. Individual essays contain references.

In the second decade of the 21st century, some schools are in trouble and some schools are not. The subject of this Occasional Paper is the preparation of teachers for schools that--lacking sufficient resources, effective leadership, or vocal advocates--are failing to educate their students by any reasonable measures. The teachers and teacher educator contributors to this volume offer a more variegated set of responses grounded in a diversity of local experiences. Their approaches to researching and understanding the immediacy of becoming a teacher are based on decades of working in hard-pressed urban schools and the institutions that supply them with new educators. The multiple authorship of all but one of the essays published here attests the complexity of the task at hand and the need for collaboration at every level of the educational endeavor. This volume contains the following papers: (1) The Right to Learn: Preparing Early Childhood Teachers to Work in High-Needs Schools (Julie Diamond, Fretta Reitzes, and Betsy Grob); (2) No Teaching More Fulfilling: An Interview with Pam Jones (Linda Levine); (3) Preparing Teachers for High-Needs Schools: A Focus on Thoughtfully Adaptive Teaching (Arlene Mascarenhas, Seth A. Parsons, and Sarah Cohen Burrowbridge); (4) Toward 21st-Century Literacy and Civic Engagement: Facilitating Student Documentary Projects (Steven Goodman); (5) No Shortcuts on the Journey to Learning for Students or Teachers (Alison Coviello and Susan Stires); and (6) Beyond the Lone Hero: Providing Supports for New Teachers in High-Needs Schools (Sarah Elizabeth Barrett, Donna Ford, and Carl James). An introduction by Jonathan G. Silin is included. Individual papers contain references.

Despite the wide interest in and need for student-centered approaches to learning, educators have scant access to a comprehensive accounting of the key components of it. To build the knowledge base for the emerging field of student-centered learning, Jobs for the Future, a national nonprofit based in Boston, commissioned papers from nine teams of noted researchers. Together, the syntheses of research in the "Students at the Center" papers tell a story that is both hopeful and challenging. On the one hand, it is a story of how teachers and leaders are beating the odds with traditionally underserved students using student-centered approaches backed by recent advances in brain, cognitive science, and motivation research. On the other hand, the papers identify significant gaps to be addressed in what educators know about student-centered approaches, particularly about how to spread such approaches beyond individual classrooms and schools. Looking at connections across the papers and the flow of ideas and challenges expressed in each, the series spans three overarching areas--learning theory; applying student-centered approaches; and scaling up student-centered approaches to learning--to make an argument about how students learn best. This publication contains these papers: (1) Mind, Brain, and Education (Christina Hinton, Kurt W. Fischer, and Catherine Glennon); (2) Motivation, Engagement, and Student Voice (Eric Toshalis and Michael J. Nakkula); (3) Teachers at Work: Six Exemplars of Everyday Practice (Barbara Cervone and Kathleen Cushman); (4) Literacy Practices for African American Male Adolescents (Alfred W. Tatum); (5) Latino/a and Black Students and Mathematics (Rochelle Gutierrez and Sonya E. Irving); (6) Curricular Opportunities in the Digital Age (David H. Rose and Jenna W. Gravel); (7) Personalization in Schools (Susan Yonezawa, Larry McClure, and Makeba Jones); (8) Assessing Learning (Heidi Andrade, Kristen Huff, and Georgia Brooke); and (9) Changing School District Practices (Ben Levin, Amanda Datnow, and Nathalie Carrier). (Contains 1 table.)

Since its initial funding by the National Science Foundation in 2004, the National Center for Engineering and Technology Education (NCETE) has worked to understand the infusion of engineering design experiences into the high school setting. Over the years, an increasing number of educators and professional groups have participated in the expanding initiative seeking to acquaint all students with engineering design. While there is strong support for providing students with engineering design experiences in their high school science, technology, engineering, and mathematics (STEM) courses, the lack of consensus on purposes and strategies has become increasingly apparent as the work continues. In February, 2011, NCETE sought position statements from a small number of engineering educators, cognitive scientists, instructional designers, and professional development providers who have been engaged in long-term efforts to provide students with engineering design experiences in their high school STEM courses. Each of these experienced professionals was asked to provide brief descriptions of principles or guidelines that they consider to be most important in promoting effective infusion of authentic engineering design challenges into STEM courses for all high school students. This publication contains the following papers: (1) Design Problems for Secondary Students (David H. Jonassen); (2) Infusing Engineering Design into High School STEM Courses (Morgan Hynes, Merredith Portsmore, Emily Dare, Elissa Milto, Chris Rogers, and David Hammer); (3) Integrating Engineering Design Challenges into Secondary STEM Education (Ronald L. Carr and Johannes Strobel); (4) Design Principles for High School Engineering Design Challenges: Experiences from High School Science Classrooms (Christian Schunn); (5) Engineering Design Challenges in a Science Curriculum (Arthur Eisenkraft); and (6) A Possible Pathway for High School Science in a STEM World (Cary Sneider). (Individual papers contain figures, references and appendices.)

What would schools and classrooms look like if they truly mirrored our democratic ideals? In this issue of the Occasional Papers, five authors explore current and historical questions related to the inclusion of children with disabilities in public schools. The history of educating children with disabilities--an ongoing civil rights issue--has progressed over the decades from exclusion, to segregation, to access, towards a vision of inclusion that is yet to be universally realized. Too often in the currently polarized educational climate, the debate on inclusion is reduced to questions of funding, improving students' performance on standardized tests, or simply does not occur at all (very little has been written, for example, on the implications of value added assessments for teachers in co-taught classrooms). Inclusion, however, is an ethic not a place, service, or "outcome." The contributors to this volume explore the meaning of inclusion from a range of more nuanced perspectives. They tackle themes related to historical progress, access and collaboration, and take a close look in particular at the complex and changing relationship of general and special educators. The contributors offer exemplary models, surface critical questions, and identify enduring challenges. An introduction by Valentine Burr is followed by individual essays: (1) Inclusion: What Came Before (Judith Lesch); (2) Doing the Civil Right Thing Supporting Children with Disabilities in Inclusive Classrooms (David J. Connor and Kristen Goldmansour); (3) Overcoming Barriers to Co-teaching (Seamus O'Connor); and (4) From Access to Interaction: Prioritizing Opportunities for Interpersonal and Intrapersonal Development for Children with Physical Disabilities in Inclusive Classrooms (Daniel Atkins). Individual essays contain references and figures.

This issue of Occasional Papers began as a Graduate School seminar honoring Steven Schultz, a much beloved and respected faculty member whose untimely death from HIV/AIDS-related illnesses left a terrible hole in the lives of Bank Street staff members. The seminar, organized by Associate Dean for Academic Affairs Virginia Casper, a close friend and colleague of Steve's, was structured around his paper, "Finding Meaning in the Resistance of Preschool Children: Critical Theory Takes an Interpretive Look" (Schultz, 1989). The essays in this volume reflect a broad range of experiences and perspectives. Some of the ideas presented will be familiar to readers, and some will hopefully open new doors into classroom lives. References are provided at the end of each essay. After an introduction by Jonathan G. Silin, essays include: (1) Part I--Resistance as Classroom Dynamic: Finding Meaning in the Resistance of Preschool Children: Critical Theory Takes an Interpretative Look (Steven Schultz); (2) Building Higher Than We Are Tall: The Power of Narrative Inquiry in the Life of a Teacher (Stephanie Bevacqua); (3) From Resistance to Rebellion, and Rebellion to Revolution: Notes on Transformation in First Grade (Jenna Laslocky); (4) Part II--Resistance: Beyond Critical Theory: Everyday Tactics and the Carnivalesque: New Lenses for Viewing Resistance in the Preschool (Joseph Tobin); (5) The Pleasure of Resistance: Jouissance and Reconceiving "Misbehavior" (Peter Taubman); (6) Part III--Resistance: Families, Schools, and Educational Choices--The Power of More Than One (Jane King); (7) Student Resistance and Standardization in Schools (Frank Pignatelli); and (8) Teaching My Child to Resist Kindergarten (Christine Ferris). (Individual essays contain references.)

The essays presented in this "Occasional Paper" reflect the voices of those in the midst of becoming the teachers they hope to be. In these essays, teachers find courage, resourcefulness, insight, and inspiration. They are reminded not to give up on themselves. Three vital aspects explored in these essays include: (1) teaching is about being present to what or who is before oneself--This requires the development of curiosity, an interest in the students' experience; (2) teaching is about bringing one's whole self--one's heart, mind, and ethics--to the classroom--Teaching happens both through who one is and what one does; and (3) teaching is about generosity--Teachers demonstrate this in their willingness to share whatever they have learned from their own journeys, to tell their stories as a way of keeping everyone else afloat. Following an introduction by Judith Leipzig, essays in this "Occasional Paper" include: (1) When September Comes Again (Elizabeth Huffman); (2) Starting Over Again: Comparing the First and Second Years of Teaching (Scott Moran); (3) Wrong Place, Right Time (Rachel Mazor); (4) Learning to Keep My Heart Open (Marika Paez); and (5) Normalizing the Need for Help (Nancy Gropper).

This document contains two papers on globalization versus localization from ICCE/ICCAI 2000 (International Conference on Computers in Education/International Conference on Computer-Assisted Instruction). The first paper, "Implementing Modern Approaches to Teaching Computer Science: A Cross-Cultural Perspective" (Jill Slay and Kam W. Li), examines techniques that may be used to motivate and support computer science learning, focusing on implications for Asia and particularly for mainland China. The second paper, "Reflections on Educational Technology from Female Asian Faculty's (FAF) Perspectives" (Doris Lee, Amy S.C. Leh, Mei-Yan Lu, and Mei-Yau Shih), presents the perspectives of four panelists (four female Asian faculty members) on how the instructional technology field has influenced current faculty development, corporate training, in-service teacher education, and pre-service teacher education. (MES)

The papers in this collection focus on ways higher education institutions might better promote strategies for the internationalization of teaching, learning, research, and other services. The papers explore the rationale of internationalization, the main barriers to internationalization, the distinction between globalization and internationalization, and the growth of transnational education. The papers are: (1) "Changing Rationales for the Internationalization of Higher Education" (Hans de Wit); (2) "Missing in Action: Leadership for International and Global Education for the Twenty-First Century" (Josef A. Mestenhauser); (3) "'The Show Is Not the Show/But They That Go': The Janus-Face of the Internationalized University at the Turn of the Century" (Dorothea Steiner); and (4)"Transnational Education and Recognition of Qualifications" (Lesley A. Wilson and Lazar Vlasceanu). The first two papers contain references. (SLD)

This volume of conference papers examines issues and approaches in the revitalization of American Indian and other indigenous languages. Sections discuss obstacles and opportunities for language revitalization, language revitalization efforts and approaches, the role of writing in language revitalization, and using technology in language revitalization. Following an introduction, "Some Basics of Indigenous Language Revitalization" (Jon Reyhner), the 11 papers are: (1) "Some Rare and Radical Ideas for Keeping Indigenous Languages Alive" (Richard Littlebear); (2) "Running the Gauntlet of an Indigenous Language Program" (Steve Greymorning); (3) "Sm'algyax Language Renewal: Prospects and Options" (Daniel S. Rubin); (4) "Reversing Language Shift: Can Kwak'wala Be Revived?" (Stan J. Anonby); (5) "Using TPR-Storytelling To Develop Fluency and Literacy in Native American Languages" (Gina P. Cantoni); (6) "Documenting and Maintaining Native American Languages for the 21st Century: The Indiana University Model" (Douglas R. Parks, Julia Kushner, Wallace Hooper, Francis Flavin, Delilah Yellow Bird, Selena Ditmar); (7) "The Place of Writing In Preserving an Oral Language" (Ruth Bennett, Pam Mattz, Silish Jackson, Harold Campbell); (8) "Indigenous Language Codification: Cultural Effects" (Brian Bielenberg); (9) "Enhancing Language Material Availability Using Computers" (Mizuki Miyashita, Laura A. Moll); (10) "The New Mass Media and the Shaping of Amazigh Identity" (Amar Almasude); and (11) "Self-Publishing Indigenous Language Materials" (Robert N. St. Clair, John Busch, B. Joanne Webb). Contains references in most papers, author profiles, and a poem, "Repatriated Bones, Unrepatriated Spirits" (Richard Littlebear). (SV)

This four-part publication contains 19 papers on educational practices and promises for post-16 education in European countries. Part I, the introduction, contains these three papers: "Sharpening Post-16 Education Strategies: Building on the Results of the Previous Projects" (Johanna Lasonen); "'Parity of Esteem' and 'Integrated Learning'--Reflections on the Work of the Two Research Partnerships" (Pekka Kamarainen); and "European Dimension of Surveys and Analyses of Vocational Education and Training; Brief Remarks on Action Research and Evaluation Research from the Perspective of the European Dimension" (Gerald Heidegger). Part II, New Partners' Country Reports: National Reforms in Upper Secondary Education, contains these six country reports: "National Report on Belgium" (Donatienne Colson and Xavier Roegiers); "Reforms in Upper Secondary Education in Denmark" (Soren Nielsen and Steffen Svendsen); "Estonian Educational System: An Overview and the Estonian Approach to Upper Secondary Education" (Hanno Isok); "Reforms in Upper Secondary Education in Greece" (Nikitas Patiniotis and Catherine Spiliopoulou); "Interim Report of the SPES-NET [Sharpening Post-16 Education Strategies by Horizontal and Vertical Networking] Project from Hungary" (Csaba Fejos); and "Reforms in Post-16 Education in Spain and Parity of Esteem in Upper Secondary Education" (Fernando Marhuenda). The following nine papers make up Part III, Old Partners' Contribution to the Project: "'Eastern Reforms' and Their Impact on 'Western Approaches'" (Stefan Humpl and Jorg Markowitsch); "Comments on the Spanish Reforms and Lessons from Them for the Development of Upper Secondary Education in Europe" (Michael Young); "Comments on 'Reforms in Upper Secondary Education in Denmark--A Country Report'" (Kjell Andersen); "On-the-Job Training--A New Development Project in Finnish Vocational Education" (Ulla Numminen); "Links between Educational Establishments and Business Enterprises in Norway" (Kjell Andersen); "Overview of College-Enterprise Links" (Stuart Niven, Gordon Paterson); "SPES-NET Austria: Preliminary Plan" (Stefan Humpl and Jorg Markowitsch); "SPES-NET Finland: Dissemination Plan" (Ulla Numminen); and "Plan for a National Network in France" (Anne Lazar). Part IV, the conclusion, is the following paper: "Reflections on Disseminating Strategies for Reforming Post-16 Strategies" (Marja-Leena Stenstrom). Three appendixes include a list of contributors, contact information, and locations of partner institutions. (KC)

The days following September 11, 2001, were characterized for many by a startling clarity, as if someone had applied a magnified lens to life's everyday routines and every moment, every gesture, every word exchanged with friends, colleagues and family was more nuanced and precious than before. The decision to publish this volume of essays was fueled by a desire to provide a vehicle through which educators could share their experiences of those events. Contributors wanted to know how teachers were addressing the questions raised by the tragedy: What kinds of conversations had been sparked among children, teachers and parents? How had curriculum shifted in response to a heretofore unimaginable event? These manuscripts examine the tension between an educator's professional obligations and his/her personal needs or commitments. Rose asks the question directly: When can I stop being a caregiver and be given care? For Lent, the tension is captured in a series of vignettes that explore the vulnerability that she felt on September 11 and for many days afterward. For Rothschild and Edstrom, the tension provides a springboard from which classroom practices are launched: Rothschild allowed a new level of questioning to enter her high school classroom; Edstrom created space and time for young children to re-imagine the reality of September 11 through block play. Administrator Delacorte explores the tensions between the needs of parents to protect their children from distressing information, maintaining an atmosphere of feeling safe and those of educators to help children make sense of complex social realities in the face of crisis. Extrapolating from the work of Lent and Delacorte, Vascellaro draws up a list of principles to assist adults respond to children living through a crisis. A year after the events that prompted this collection, Weisman's students attempt to envision an appropriate memorial and to reconstruct the World Trade Towers site. The poems of Stuart-Hunt and Abell act as photographic snapshots, bringing to the reader the immediacy of the moment. The poet Czeslaw Milosz wrote that poetry is valuable in difficult times, even while he recognizes that in our time "serious combat, where life is at stake/ is fought in prose." McKersie concludes that these words feel eerily applicable to the September 11 tragedy because, in the end, it is the power of ideas and the ability to express them that is the most effective tools in managing the trials and crises of life. Following introduction (Alison McKersie), the essays include: (1) "Safe" (Patricia Lent); (2) "A Story to Tell" (Megan Rose); (3) "Monday, September 17" (Rella Stuart-Hunt); (4) "Urn" (Rella Stuart-Hunt); (5) "Building Up: Block Play after September 11" (Lisa Edstrom); (6) "Living in Question" (Cynthia R. Rothschild); (7) "Re-Visioning the World Trade Center" (Alexandra Weisman); (8) "The Children Keep Reminding Us: One School's Experience after 9/11" (Kate Delacorte); (9) "Principles for Responding to Children in a Traumatic Time" (Sal Vascellaro); (10) "The NYC Board of Education Mandates Pledging Allegiance" (Kate Abell); and (11) "Forever Undone" (Kate Abell). [Visuals for Edstrom's "Building Up" and Delacorte's "The Children Keep Reminding Us" are available on CD-ROM. CD-ROM is not available from ERIC.]